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11.
Janet M. Batzli Amber R. Smith Paul H. Williams Seth A. McGee Katalin Dósa Jesse Pfammatter 《CBE life sciences education》2014,13(3):410-424
Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics. 相似文献
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Reading and Writing - Recent second language (L2) reading studies have examined how characteristics of an individual learner and word-specific linguistic properties jointly predict successful L2... 相似文献
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Summary As readability studies have investigated factors which influence the reading difficulty of verbal text, so this study has
been a beginning attempt to isolate the factors which influence the communication potential of illustrative material. It is
interesting to note that as readability researchers have found a correlational relationship between idea density (number of
different ideas per number of running words) and reading difficulty, so this study has shown an inverse relationship between
complexity of an illustration and its effectiveness in communicating clearly. Similarly, as readability studies show that
we must use words that are familiar to the reader, so we must present visual concepts in terms of the background of experience
of the intended viewer. And as in constructing effective textual material we must organize our material logically, eliminating
the unnecessary, so we must simplify the design of illustration, taking care, of course, not to lose the essential.
In this study the author presents some important insights into the factors that influence the communication potential of pictorial
illustrations. Seth Spaulding is a program specialist of the Ford Foundation's field staff, currently advising the Burma Translation
Society in Rangoon, Burma. 相似文献
17.
Seth Stern 《海外英语》2003,(9):4-5
去自己理想的大学读书是每个学生的梦想,了解学校的学术环境、人文环境,乃至地理环境是每一个学生在入学前想做的事情,本文介绍了美国耶鲁大学的部分特点和校园的传统,希望读者朋友能够藉此了解一点儿美国大学校园文化。 相似文献
18.
Margaret Vaughn Seth A. Parsons Sarah Cohen Burrowbridge Janice Weesner Laurel Taylor 《理论付诸实践》2016,55(3):259-266
Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term adaptability means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators, teaching in various contexts (geographic region and grade level). Teachers' voices of adaptability are examined and a definition of adaptability is discussed. Obstacles are presented in these teachers' efforts to adapt their instruction in their respective contexts. Teachers then discussed the ways in which they navigated these obstacles to modify their instruction to fit a variety of learners and experiences despite these constraints. 相似文献
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Tae Kyoung Lee Alan Meca Jennifer B. Unger Byron L. Zamboanga Lourdes Baezconde-Garbanati Melinda Gonzales-Backen Elma I. Lorenzo-Blanco Miguel Á. Cano Sabrina E. Des Rosiers Daniel W. Soto Juan A. Villamar Monica Pattarroyo Karina M. Lizzi José Szapocznik Seth J. Schwartz 《Child development》2020,91(1):78-95
Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, Mage (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed. 相似文献
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A substantial amount of professional development and implementation has moved towards teachers and teacher leaders in recent years. Previous works have examined how teachers, teacher leaders, or administrators perceive teacher leadership in school reforms, but few have advanced all three perspectives simultaneously. Drawing upon over 200 interviews, we examine how leadership is distributed and the tensions and dynamics arising among these three groups in a teacher-led school reform. Two main themes emerged from our analysis: minimizing conflicts with teachers was important to teacher leaders, and the distribution of leadership between administrators and teacher leaders changed the status and normative roles of teacher leaders. 相似文献